Becoming, being and unbecoming an early childhood educator: a phenomenological case study of teacher attrition

被引：51

作者：

Sumsion, J ^{[1
]}

机构：

[1] Macquarie Univ, Inst Early Childhood, Sydney, NSW 2109, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2002年 / 18卷 / 07期

基金：

澳大利亚研究理事会;

关键词：

preservice teachers; beginning teachers; early childhood education; teacher attrition; metaphor analysis;

D O I：

10.1016/S0742-051X(02)00048-3

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This article reports on a phenomenological case study that explored the blossoming and wilting of an early childhood educator's career commitment and her eventual decision to leave the field. Spanning a 7-year period, the study employs representation and analysis of metaphors as heuristic tools to illuminate the lived experience of becoming, being and unbecoming an early childhood educator. The study highlights the need to explore further the interplay between personal, relational and contextual influences if we are to develop a more comprehensive understanding of staff attrition. (C) 2002 Elsevier Science Ltd. All rights reserved.

引用

页码：869 / 885

页数：17

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